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Variations in the Conditions for Teachers’ Professional Learning and Development:
Sustaining Commitment and Effectiveness over a Career
[四川师范大学国际交流合作处]  [手机版本]  [扫描分享]  发布时间:2020年6月24日
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Speaker: Prof. Qing Gu

Time: 2020.06.30 16:00-17:30

Venue: Tencent Meeting App

Meeting ID: 614 727 874

Host: Prof. Hongying Zheng

Professor Qing Gu is Director of the London Centre for Leadership in Learning (LCLL) and Professor of Leadership in Education at the UCL Institute of Education. She is the Immediate Past Chair of the British Association of Comparative and International Education (BAICE). Professor Gu is a member of the Research Advisory Committee for the UK Cabinet Office’s National Leadership Centre, and a member of the Leadership Research Advisory Committee for the UK Charted College of Teaching. From 2006 until now, Professor Gu has directed and co-directed many government, research council and independent charities funded projects in the areas of teacher professional development, school leadership, school improvement, and systemic reform and change.

 

Abstract

This paper draws upon data from a longitudinal, multi-site, mixed methods project which found that commitment and resilience are fundamental to teachers’ effectiveness, and that variations in professional, personal and workplace conditions in different professional life phases affect these (Day et al., 2007). It found also that teachers do not necessarily learn through experience; that expertise is not acquired in an even, incremental way; and that teachers are at greater risk of being less effective in later phases of their professional lives. Moreover, it argues that the contexts for teacher’ professional learning and development are, by definition, different from those who do not work in human service organisations, since teachers are essentially engaged in work which has fundamental moral and ethical as well as instrumental purposes. Their capacity to exercise these effectively relates to their ability to manage positive and negative ‘scenarios’ in different professional life phases. It suggests, therefore, that to be effective, professional learning opportunities must be designed which take account of the personal, workplace and external scenarios which challenge their commitment to these core purposes.





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